Increasing Learner Engagement in an ODL Environment: The OUM Experience

PCF10 Sub-theme: Inspiring Innovations // Open University Malaysia (OUM) is an open and distance learning institution which has been in operation for about two decades. OUM traditionally offers its programs in blended mode which puts emphasis on self-managed learning, face-to-face, and online learning. OUM had already begun to offer some of its programmes fully online. However, the emergence of Covid-19 Pandemic pushed OUM to make the move to offer all of its programmes fully online. The movement control order in March of 2020 came when OUM was well into the January semester and approaching the end of the semester. Face-to-face classes scheduled at all OUM’s thirty-five learning centres around the country came to a halt. All higher education institutions were ordered to shut down. Quick actions had to be taken to minimise the disruption in teaching and learning. OUM had only one choice, to continue with classes online and have the final exams online. It has been two years since, and OUM has moved forward with the transition to fully online and continues to offer all its programmes fully online. OUM continues to strive to provide quality education and positive online learning experiences to the learners. This called for several initiatives and enhancements in e-learning which include the use of e-lessons, online interactive activities, online tutorials, online grade book, online group discussions, online exams, along with an enhanced question bank, online grading system and proctoring system. This paper focuses on the implementation, challenges and use of one of the initiatives: the introduction and use of online class participation (OCP) via group discussions, with the intent to increase student engagement with their peers. Improving and increasing learner engagement in all three areas as proposed by the Community of Inquiry Model (Garrison, Anderson & Archer (2000)) may contribute towards providing learners with a rewarding learning experience and may help student retention. Currently at OUM, although there are efforts in place to allow for learner engagement with the content and tutors, there is a lack of peer interaction taking place online in OUM’s learning management system, myInspire. The initial observations and results of a learner survey on OCP show positive response overall to OCP. // Paper ID 063

The application of the theory of planned behavior to understand the intention of weight loss practice among overweight adolescents

Introduction: Overweight adolescents have been reported to struggle in losing weight. However, their intention to engage in weight loss practice remains unclear. Therefore, the aim of this qualitative study was to understand the factors that lead to the intention of weight loss practice among overweight adolescents using the Theory of Planned Behavior (TPB). Methods: Thirty-three overweight adolescents aged between 13 to 17 years old were recruited from three secondary schools in Selangor. They responded to a semistructured interview based on TPB that has three core antecedents; i) Attitude toward the behavior, ii) Subjective norm, and iii) Perceived behavioral control. Results: There is a high possibility that overweight adolescents will perform weight loss practice if the diet plans they followed, or physical activity they performed, or slimming product they consumed prove to make them lose some kilograms (Attitude). Besides that, the social pressure received from social interactions with parents and peers in a form of weightrelated criticisms and weight-related teasing may encourage overweight adolescents to be thin and reducing weight (Subjective norm). Finally, the emergence of intention that subsequently lead to weight loss practice is either driven by social interactions and media influences, or limited by some of the identified barriers (Perceived behavior control). Conclusions: The TPB is suggested to be an effective framework to understand the intention of weight loss practice among overweight adolescents, allowing for the development of obesity intervention program

Self-managed learning of myVLE via CBT courseware

Open University Malaysia (OUM) is an open and distance learning institution which provides opportunities for lifelong learning. OUM continuously strives to improve and maintain quality programme delivery in the attempt to produce quality graduates. OUM has been using its own in-house developed learning management system called myVLE (my Virtual Learning Environment) to support lifelong learning undertakings. Since 2002, myVLE has gone through minor enhancements. In late 2013, a new platform was designed and developed with the aim for a more user-friendly learning environment besides providing an optimised online learning experience. The new version of the myVLE was released in January 2014, to be used only for six fully online courses. In September 2014, all courses offered by OUM were migrated to the new myVLE. With the migration and the introduction to the new functions of the new myVLE, it was necessary to make efforts to provide additional support to the learners and online facilitators for a smooth transition. To assist users in adapting to a new user-interface several incentives were taken which include: (a) the development of a learning courseware, (b) short online video clips, and (c) face-to-face training for online facilitators. This paper focuses on the development and use of the learning courseware which was instructionally designed based on ADDIE model. (Abstract by author

New challenges in online and distance learning: Making the jump from printed module to hyperlinked-integrated module

In recent years open and distance learning (ODL) has become widely accepted and implemented by many higher education institutions. ODL aims at delivering education to learners in a distributed learning environment. Ccontrary to general perception that ODL education signifies e-learning, learners in ODL institutions still appear to rely heavily on the use of printed modules. Current learning management systems in most ODL environment do not seem to have been very successful in promoting active constructivist learning. This paper seeks to analyze the needs of ODL learners as compared to conventional learners. Based on their differing needs, the authors identify the limitations of the conventional printed modules and propose elements that need to be included in the design of effective ODL learning systems. Following that, the authors suggest the development and use of hyperlinked-Integrated Modules (HIM) to replace the conventional printed modul. Some functionalities of HIM are discussed. (Authors' abstract

Lifelong Learning Opportunities For Elderly In Malaysia: Present And Future (Extended abstract)

Population ageing is one of the current global challenges. The United Nations Population Division (released at the end of February 2002), among its conclusions, highlighted that by 2050 the trend towards an ever elder population will affect every continent, not only developed countries. For example, this division estimated that the proportion of elder population is more than double from 10 percent to 22 percent globally. In addition, the number of persons aged 60 years or over will triple in 45 years’ time, charting a rise from the 672 million in 2005 to more than 2 billion by 2050. The statistical data on the observed and forecasted percentages of the elder population in selected areas, regions, and countries of the world for 1950, 2000 and 2050 is shown in Figure 1. Although the ageing population is not growing as fast as in other neighbouring Asian countries, Malaysia cannot be shielded from having to face similar issues and challenges. According to the 2000 Census, by 2020, 9.5 percent of Malaysia’s population will be aged 60 or over, which would be roughly 3 million of its population (Gavrilov and Heuveline, 2003). Therefore, it is imperative that measures must be taken to ensure that the elderly will lead quality and productive lives either through formal, informal or non-formal lifelong learning. (Abstract by authors

The Development of an Online Math Learning Resource and Support Center for ODL Learners

As an open and distance learning university and leading provider of flexible learning, Open University Malaysia (OUM) caters to its learners and strives to be learner-centered. There are continuous efforts to enrich the learning experiences of all its learners, whereby providing support to learners is one of them. OUM has been providing support in different capacities and in different areas, all with the aim of improving student retention. There has been a continuing concern with the success rate of learners enrolled in math courses at OUM. There may be several contributing factors including lack of preparedness and lack of basic math skills. There is clearly a need for providing additional support in that area to help learners improve their math skills and be better prepared, and in turn help increase their chances to succeed in their early math courses at OUM. Being an ODL institution, providing support online seems practical and by doing so OUM can reach out to its learners wherever they are and provide help whenever needed. This paper highlights the development of an online math learning centre to provide such support for independent study to OUM learners. (Authors' abstract

Using QR Codes in enhancing learning in elementary statistics

Open University Malaysia (OUM) offers its courses via a blended mode. Learners experience self-managed learning, which is supplemented by face-to-face tutorials as well as online learning through online forum discussions. OUM continuously provides support for e-learning through the use of web-based modules, CDs, i-lectures, i-radio segments, lesson plans, e-schedules, online self-assessment, digital library, etc. OUM has also embarked in mobile learning and has implemented the use of mobile messages in several selected courses. OUM intends to further expand its mobile learning efforts and explore the use of (Quick Response) QR codes for immediate access of learning materials. QR codes provide a fast way to link with digital and online resources. The convenience in transferring information to cell phones has contributed to its popularity in many areas including business and marketing, and to a limited extent in education. The use of QR codes seems applicable and attractive for the learning environment at OUM where learners are expected to be responsible for their own learning. The vast majority of learners are working adults, who are always on the move, thus institutional efforts towards making learning resources immediately accessible will make learning possible at the point of need. The use of learners’ own mobile devices means they are already familiar with the technology, eliminating technological barriers to accessing learning materials. An initial investigation on the awareness and readiness of OUM learners in using QR codes showed that generally learners are receptive to using QR codes in their learning. This paper describes an exploratory project that attempts to incorporate the use of QR codes as a supplemental instructional resource by introducing three specific examples of basic QR code-driven activities in an Elementary Statistics course. Three different types of content will be used to enhance learners understanding: text-based instruction, Uniform Resource Locater of video lectures (iLectures) and URL of self-test activities. The results are expected to reveal learners’ perceptions towards QR code usage and whether QR codes have any impact on learners’ performance. The constructs for the perceptions will include attitude, interest and engagement, while a quasi experimental research using a pre test-post test control group design will be used when examining learners’ performance. This study will form the basis for OUM’s future decision on the use of QR Codes in enhancing m-learning. 12th International. (Abstract by authors

Park Characteristics Influences to Physical Activity among Overweight Adolescents

The link between environmental characteristics of neighbourhood parks and adolescents’ physical activity is poorly understood. Therefore, the present study aims to explore the environmental characteristics of the neighbourhood parks that influence physical activity from the perception of overweight adolescents. In-depth semi-structured interviews with 20 overweight adolescents between 13 and 17 years old successfully done.  Interviews recorded, transcribed and analyzed based on a thematic content analysis. The results showed that physical and social environment influenced physical activity and neighbourhood parks usage. It is essential to consider these environmental characteristics in developing physical activity intervention that aims to promote physical activity among overweight adolescents.2398-4279 © 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK.. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Environmental characteristics; neighbourhood park; overweight adolescent; physical activit

Food consumption patterns: findings from the Malaysian Adult Nutrition Survey(MANS)

This study reports the food consumption patterns of adults aged 18 to 59 years in the Malaysian Adults Nutrition Survey (MANS) carried out between October 2002 and December 2003. A total of 6,742 subjects comprising 3,274 men and 3,468 women representing the northern, central , southern and east coast of Peninsular Malaysia as well as Sabah and Sarawak were interviewed. A semiquantitative food frequency questionnaire (FFQ) which consisted of 126 food items was used to evaluate the food consumption pattern (habitual food intake) of the respondents during the previous one-year period. The results demonstrate that nasi putih (cooked rice) was consumed by 97% of the population twice daily (average 2½ plates per day). Other food items consumed daily were marine fish, (one medium fish per day), green leafy vegetables (one cup per day) and sweetened condensed milk (three teaspoons per day. The mean frequencies for daily intake of rice, leafy vegetables, marine fish, local kuih, anchovy (ikan bilis) and biscuits were significantly higher among the rural compared to the urban adults. In contrast, more urban dwellers consumed chicken and eggs more frequently than their rural counterparts. More men than women consumed chicken and eggs more frequently. Malaysian adults showed a satisfactory habit of drinking plain water, with 99% drinking at least six glasses of plain water daily. Other beverages such as tea (47%), coffee (28%), chocolate-based drinks (23%) and cordial syrup (11%) were also consumed on daily basis, however, in a smaller proportion of the population. There were differences in the prevalence of daily consumption of foods when comparing urban and rural population, and also between men and women. The prevalence of daily consumption of marine fish among rural and urban adults was 51% and 34% respectively. For sweetened condensed milk, men and women consumed 43% and 28% respectively; however, more women drank full cream milk than men. Between the age groups, 21% of adults below 20 years old consumed chicken at least once a day, while this pattern of intake was not shown in the older age groups. Our findings show that adults, aged 50 to 59 years old, had the highest prevalence of daily consumption of full cream milk with 24% while those aged 18 to 19 years old had the lowest prevalence of daily consumption at 15%. The food consumption pattern of Malaysian adults appears to be satisfactory. However, some changes in food habits are recommended especially in substituting the less wholesome sweetened condensed milk with the more nutritious full cream or skimmed milk